ShawnShepard_LMF_Analysis

//Learning Motivation and Fun//
 //View// the assignment page //for a more detailed explanation of this project.

In this exercise, you'll collect data from our [|database of interviews] about fun and learning. Use this template and the data to create 5 generalizations for what you observed. Your generalizations should answer the questions//


 * //What makes learning fun and engaging?//
 * //What are the implications for your own teaching and design work//

3) High school students almost universally reported that physical activity was an element in the experiences they called "fun".//** //Bill W, for example described learning beginning archery skills at boy scout camp. Sallie Forth recalled a social studies class in which "we recreated in chicken wire and paper mache the battlefield at Shiloh and spent several class periods reconstructing the events there." All together there were 24 experiences that took place during high school years and all but 1 included physical activity. In most cases (19 out of 24) these activities also required creative or critical thinking.//
 * //Example:


 * 1) **52% of women and 70% of women reported their fun learning experiences were during the age period from 10-29.** Fun educational experiences drop off precipitiously to near zero for men after age 29 and for women the slope is steep after 29 until 40, where it quickly falls to near zero. Although this doesn't demonstrate that fun can't enhance the learing experience for men beyond their 30s and women beyond their 30s or 40s, it does suggests an opportunity for research to determine if fun is not an significant factor in educational experiences for people in these age groups and if not, then why not.
 * 2) **A lack of competitiveness is important in educational experiences for males or females in the 10-29 age group.** 62% of males in the 10-19 age group and 48% of males in the 20-29 age group reported that competitiveness was low in their fun learning experiences. For women in the same age groups, the preference for low competitiveness was slightly less pronounced and reversed with 40% and 52%, respectively. This suggests although competitiveness may be important for other fun pursuits, for both males and females, a lack of competitiveness is important to a fun educational experience.
 * 3) **Females in the 10-29 age group have a marked preference for social interaction during learning experiences, while males show less preference. 57% of females (55% of male) in the 10-19 age group showed a preference for a lot of interaction rising to 70% for females (falling to 45% for males) in the 20-29 age group.** This suggests that in the high school years, both boys and girls experience fun learning experiences in large social groups, e.g., in the classroom. But after high school, social interaction was not an important factor for males, but increased in importance for females.
 * 4) **Cooperation is an important factor for making a learning experience fun only for females in the 20-29 age group**. Males show a fairly even distribution for cooperation in the 10-19 age group (Low 43%, Medium 19%, High 38%) and in the 20-29 age group (Low 27%, Medium 31%, High 42%). Females show a fairly even distribution in the 10-19 age group (Low 39%, Medium 26%, High 35%) with an increasing preference for cooperation in the 20-29 age group (Low 23%, Medium 18%, High 59%).
 * 5) **Cross-referencing for interaction and cooperation in the 20-29 age group shows a marked preference for high cooperation and a lot of interaction among females and a less clear preference among males.** Out of 22 females, 72% show a preference for medium or higher cooperation and a little or a lot of interaction, 50% show a preference for high interaction and high cooperation. Out of 25 males, 64% show a preference for medium or higher cooperation and a little or a lot of interaction, but only 32% show a preference for high cooperation and a lot of interaction. This seems to hold true for males of all ages: out of 67 males from all age groups, 57% show a preference for medium or higher cooperation and a little or a lot of interaction, but only 35% show a preference for high cooperation and a lot of interaction. But it doesn't hold true across all female age groups: out of 88 females, 61% show a preference for medium or higher cooperation and a little or a lot of interaction, but only 30% show a preference for high interaction and high cooperation.